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Averina, Fidelis Elleny. "A Pragmatic Analysis of Flouting Maxims in Classroom Verbal Interaction as Seen in Freedom Writers Movie." Surakarta English and Literature Journal 6, no. 1 (2023): 16–30. http://dx.doi.org/10.52429/selju.v6i1.38.
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Successful classroom verbal interactions will occur when both the teacher and the students intend to be cooperative conversational agents contributing to the conversation's aims. In Pragmatics, this underlying principle is called Grice’s conversational maxims. However, in the classroom, both sides often intentionally flout these conversational maxims. Thus, this research aimed to conduct a pragmatic analysis to investigate the types of Grice’s conversational maxims violated by the main character of Freedom Writers movie along with the categories of teacher’s verbal interactions found in that movie under Flanders Interaction Analysis Categories System (FIACS). Using the document analysis method, the researcher used the movie transcript as the primary document to be analyzed. The findings showed that the four maxims were violated intentionally for several reasons, including warning the students of the consequences of their actions, encouraging them, avoiding certain topics of discussion, and emphasizing important messages without blatantly stating them to the whole class, and avoiding hurting the students’ feelings. Meanwhile, under Flanders Interaction Analysis Categories (FIAC), direct and indirect talks could be found in the movie. The result of this study can provide educators and pre-service teachers a glimpse of the importance of promoting appropriate classroom verbal interactions by analyzing the quality of classroom verbal interaction in terms of Grice’s Conversational Maxims and Flanders’ Interaction Analysis.
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Khusnaini, Nurul. "The Analysis of Teacher Talk and The Characteristic of Classroom Interaction in English for Young Learner." ELT Forum: Journal of English Language Teaching 8, no. 2 (2019): 166–74. http://dx.doi.org/10.15294/elt.v8i2.32716.
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ABSTRACT
 This study was aimed to find out the type of teacher talk and the characteristic of classroom interaction take place in the English language classroom of Semarang Multinational School.This study applied descriptive qualitative research. There were two activities in gathering the data of this study: observation and audio recording. In analyzing this study, the researcher used interactive theory proposed by Flander (1989). The findings showed that based on Flanders Interaction Analisys Categories (FIAV), the teacher indirectly influenced the students in teaching and learning process by relying hard on asking questions. Besides asking questions to students, teacher also used (1) accepting students’ feeling, (2) praising or encouraging students, and (3) accepting or even using students’ ideas. In addition the pattern of content cross interaction tended to be more on asking questions than lecturing behavior. It indicated that teacher often relied on asking questions to students in the teaching and learning process rather than to introduce new learning material and help conveying information to students. In conclusion, the teacher indirectly influenced the students in the teaching and learning process. This kind of interaction indicated that teacher often relied on asking rather than lecturing the students.
 Keywords: Teacher Talk, Classroom Interaction, Flanders Interaction Analysis Categories
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Zhang, Liyue. "A Literature Review of Verbal Interaction Between Teachers and Students in High School English Listening and Speaking Classes Based on iFIAS." Journal of Education and Educational Research 7, no. 3 (2024): 337–41. http://dx.doi.org/10.54097/akcvp283.
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In 2017, the curriculum nature of English Curriculum Standards for Senior High Schools (2020 Revision) emphasized that students should improve their ability of "autonomy, cooperation and inquiry", and "interaction" has become a key word in the field of educational research and practice. Flanders interaction analysis system (FIAS), proposed by American scholar Flanders, is a method to quantify the new orientation of classroom interaction. This paper reviews and collates the thesis from two aspects: "Classroom teacher-student verbal interaction" and "Flanders interactive analysis system", hoping to make some contributions to the research of teacher-student verbal interaction classroom in China.
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Rizkiyah, Faiqotur, and Umi Salamah. "Analysis of Classroom Verbal Interaction Using Fiacs (Flanders Interaction Analysis Categories System)." Darussalam English Journal (DEJ) 3, no. 1 (2023): 31–66. http://dx.doi.org/10.30739/dej.v3i1.2234.
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One of the primary factors that influence the teaching and learning process is interaction. Verbal interaction is the most interaction happened between teacher and students in the classroom. The quality of verbal interaction affect the result of teaching and learning itself. Thus, this study aimed to find out teacher-students talk characteristic during classroom interaction using FIACS and to find out the dominant talk between teacher and students in classroom interaction.
 This study was qualitative research. To achieve the purposes of this study the writer used observation which was adopted by Flander’s Interaction Analysis Category to find out verbal interaction between teacher and student. The researcher also use interview and recording for get the data. The study found that all teachers used all FIAC categories and the dominance talk was the teacher’s talk. The teacher speaks about 77 per cent in the classroom while students 13 per cent. From the result, it is suggested that teacher should give more opportunities to the students to speak and interact during tteaching and learning process
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Novianti, Danti, Hijrah, and Nunung Anugrawati. "Class Interaction Analysis in English Learning Based On Flanders Interaction Analysis Category System (FIACS)." English Language Teaching Methodology 3, no. 1 (2023): 80–97. http://dx.doi.org/10.56983/eltm.v3i1.222.
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The objective of this research is to describe the kinds of classroom interaction take place between teacher and student and describes what is the most dominant talk take place in classroom interaction based on the Flanders Class Interaction Analysis Category System (FIACS).This research used descriptive qualitative research. The data of this study are the interaction between teacher and students in the classroom. The data were taken by recording the classroom interaction. The subject of this research was 17 students and one English Teacher. The researcher used observation for techniques of collecting data. Flanders Interaction Analysis used to identify and analyze teacher and students interaction in classroom.Based on the result of this study, it could be concluded there are 10 categories of interaction, 7 categories of teacher talk, such as accepts feelings, praises or encourage, accepts or uses students ideas, asking question, lecturing, giving directions, criticizing or justifying authority; 2 categories of students talk namely students talk response and students talk initiation and 1 category of silence. The researcher concludes that the teacher was dominant in the classroom. It proved by the percentage of teacher talk was 58.70% than students talk was 30.34%, and the kinds of classroom interaction, the students participation was 30.34% has higher percentage than others and silence was 10.94%.
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Martina, Feny, Ira Rahmadani Utari, and Syamsul Riza. "An analysis on Teacher Talk using Flanders Interaction Analysis Categories (FIAC)." International Journal of Innovation and Education Research 1, no. 1 (2021): 31–52. http://dx.doi.org/10.33369/ijier.v1i1.14065.
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The problem of this research was some lecturers only used one categories of teacher talks. The aims of this study were to identify the characteristics and the categories of teacher talk in the classroom using Flanders Interaction Analysis Categories System (FIACS). This study was case study design and qualitative method. The subject of this study was one novice and senior lecturer at IAIN Bengkulu. It used Flanders Interaction Analysis Categories System (FIACS) to analyze teacher’s talk. The researcher used observation and interview for collecting the data. The result both of novice and senior lecturer showed that the characteristics of teacher is content cross and the most frequent is indirect talk. The percentage of teacher characteristics of novice lecturer was 45% while the percentage of teacher characteristics of senior lecturer was 39%. Novice lecturer used asking question and lecturing as the most frequent in indirect and direct talks. The percentage of asking question and lecturing were 39% and 21.5%. In other sides, senior lecturer used asking question and giving direction as the most frequent in indirect and direct talks. The percentage of asking and giving direction were 27.5% and 18.5%. Nevertheless, the occurred categories happened naturally with the consideration of learning situation that takes place. In addition the analysis of teachers’ talk in the classroom would be beneficial for teachers to plan and conduct enhanced learning situation. It concluded teacher talks of novice and senior lecturer in the classroom using Flanders Interaction Analysis Categories (FIAC).
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MAEd, Mr Jayson D. Pentinio,. "CLASSROOM INTERACTION IN THE PANDEMIC: AN ANALYSIS USING FLANDERS INTERACTION ANALYSIS CATEGORIES SYSTEM." Education & Learning in Developing Nations 1, no. 1 (2023): 105–7. http://dx.doi.org/10.26480/eldn.02.2023.105.107.
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Classroom interaction is a relevant means of course content exchange among classroom interlocutors. Unquestionably, interaction between the teacher and the students became a challenge during the pandemic, especially that classes transitioned to the virtual format. In order to help address the problem, this descriptive research was conducted to describe science classroom interaction in tertiary education in the virtual format in the time of COVID-19 pandemic among 22 participants using Flanders Interaction Analysis Categories System (FIACS). The thorough analysis using FIACS revealed that the virtual classroom interaction in the time of pandemic is highly teacher-centred. It was dominated by Teacher Talk, particularly Lecture/Lecturing, which indicates that teachers often act as sage on the stage who gives facts and explains ideas in the teaching and learning process. Also, the virtual classroom interaction was predominantly Content Cross and minorly student-focused which indicates teacher dependence on questions and lectures and least students’ involvement. In this setup, students become passive listeners of content for poor verbal involvement. This justifies the need to upskill teachers on online pedagogy and the use of virtual space, flexible learning interaction and the Art of Questioning to transform teacher-centred classroom interaction and instruction to a learner-focused classroom.
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Nafisah, Bq Zuhrotun, and Tri Setianingsih. "Teacher Talk Analysis in Classroom Interaction through Flander’s FIACS Technique." PALAPA 12, no. 1 (2024): 95–105. http://dx.doi.org/10.36088/palapa.v12i1.4737.
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This research attempts to investigate the teacher talk types employed in classroom interaction using Flander Interaction Analysis Categories System (FIACS) framework. This research was qualitative research with a descriptive method. The research participants were an English teacher and eleventh-grader students of SMAN 1 Gunungsari. The data collection method is audio recording and observation. The data were collected through two class meetings. To analyze the data, the researchers used interaction analysis systems adapted from Flanders (1970). The study’s findings showed that the seven types of teacher talk were found in classroom interaction with varied percentages of certain occurrences. Of the seven types, lecturing and giving directions were mostly applied by the teacher, which indicated that the teacher’s domination in classroom interaction was high. The teacher offered the students more information and knowledge as well as gave them directions, commands, or orders in the learning process. It also showed that the percentage of direct talk was higher than indirect talk. It is expected that the teachers would use this study as a reference to think about the types of teacher talk they should use to raise their students' engagement in classroom interaction.
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Zhao, Kailing, and Kornsiri Boonyaprakob. "A Case Study of Chinese Students Learning Thai as a Foreign Language: Flanders Interaction Analysis Category System." International Journal of TESOL & Education 2, no. 1 (2022): 145–69. http://dx.doi.org/10.54855/ijte.222110.
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Interaction in foreign language classrooms has been regarded as a key factor in enhancing learning outcomes (Allwright, 1984; Ginting, 2017; Hanum, 2016). This study examined interactions in a specific university classroom context in Thailand where 28 Chinese students were learning Thai as a foreign language with a Thai teacher. It employed a mix-method design. Quantitative data were gathered based on a modified Flanders’ model (Flanders Interaction Analysis Category System or FIACS), and the qualitative data were gathered from classroom observations. The analysis of 90-minute video records and field notes from the observations of three classes reveal the domination of teacher’s talk (77.59%), and the minimal students’ talk (6.16%). Besides, silence time occupies 16.25%. Out of the total of 22 categories of interaction, no student talk can be categorized as an initiation of talk, and no teacher talk can be categorized as procedural lectures and assigning homework. Characteristics of the interaction varied according to the quantity and categories of talk. Transcription of verbatim from the videos reveals details of the interaction. Findings suggest that quantity, category, and characteristics of talk are interrelated and must all be improved together to increase the quality of interaction to affect student learning outcomes.
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Agbarakwe, Harriet Akudo, and Abraham Ogaji Ona. "Analysis of Classroom Interaction Using Flander Interaction Analysis Categories System at Federal College of Education (Technical), Omoku, Rivers State." European Journal of Contemporary Education and E-Learning 2, no. 1 (2024): 78–87. http://dx.doi.org/10.59324/ejceel.2024.2(1).07.
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This paper examined Classroom Interaction using Flanders’ Interaction Analysis Categories System at Federal College of Education (Technical), Omoku, Rivers State. The purpose was to find out the percentage of the teachers’ and students’ talking time during classroom interaction and teacher-students characteristics during classroom interaction in Business Studies class at the College Demonstration Secondary School. The research adopted a descriptive qualitative research design. The study comprised of four teachers and 32 students of boys and girls which were purposively sampled. The observational and video recording techniques were deployed as instruments for data collection. The result found that teacher talk ratio was high, at 83.43%. Indirect teacher talk ratio was 53.37%. Moreover, direct teacher talk ratio was 31.06% while students talk ratio was 12.71% and silence or pause or confusion rate was 3.86%. The results further revealed that indirect talk was dominant than direct talk in the classroom conversation which indicated that most of the teaching-learning time was devoted to questions, lecturing and praises. The result of this research enhanced the knowledge of the teachers and Business Studies learners in the classroom. The implication was that both the teachers and students should have the willingness to participate in the classroom interaction for meaningful learning to take place. Based on the findings, it was recommended among others that Flanders Interaction Analysis Categories System should be implemented during teachers education program to be reinforced at all levels in all the classes for enhanced performance.
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Agbarakwe, Harriet Akudo, and Abraham Ogaji Ona. "Analysis of Classroom Interaction Using Flander Interaction Analysis Categories System at Federal College of Education (Technical), Omoku, Rivers State." European Journal of Contemporary Education and E-Learning 2, no. 1 (2024): 78–87. https://doi.org/10.59324/ejceel.2024.2(1).07.
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This paper examined Classroom Interaction using Flanders’ Interaction Analysis Categories System at Federal College of Education (Technical), Omoku, Rivers State. The purpose was to find out the percentage of the teachers’ and students’ talking time during classroom interaction and teacher-students characteristics during classroom interaction in Business Studies class at the College Demonstration Secondary School. The research adopted a descriptive qualitative research design. The study comprised of four teachers and 32 students of boys and girls which were purposively sampled. The observational and video recording techniques were deployed as instruments for data collection. The result found that teacher talk ratio was high, at 83.43%. Indirect teacher talk ratio was 53.37%. Moreover, direct teacher talk ratio was 31.06% while students talk ratio was 12.71% and silence or pause or confusion rate was 3.86%. The results further revealed that indirect talk was dominant than direct talk in the classroom conversation which indicated that most of the teaching-learning time was devoted to questions, lecturing and praises. The result of this research enhanced the knowledge of the teachers and Business Studies learners in the classroom. The implication was that both the teachers and students should have the willingness to participate in the classroom interaction for meaningful learning to take place. Based on the findings, it was recommended among others that Flanders Interaction Analysis Categories System should be implemented during teachers education program to be reinforced at all levels in all the classes for enhanced performance.
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Kim, Sun, Dong-Min Park, and Yera Hur. "Class Assessment in Graduate School of Medicine- Flanders Interaction Analysis." Korean Journal of Medical Education 15, no. 3 (2003): 249–56. http://dx.doi.org/10.3946/kjme.2003.15.3.249.
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최상배. "Analysis on Flanders verbal interaction of self-contained classroom instruction." Journal of Special Education 18, no. 1 (2011): 117–35. http://dx.doi.org/10.34249/jse.2011.18.1.117.
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Hasan, Askiah, and Putu Wahyu Sudewi. "Verbal interaction in the classroom at SMP Negeri 6 Majene: An analysis flanders interaction categories." Journal of Research on English and Language Learning (J-REaLL) 3, no. 2 (2022): 72–78. http://dx.doi.org/10.33474/j-reall.v3i2.17646.
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The purpose of this study was to analyze the verbal interactions of students in class VIII of SMP Negeri 6 Majene, by analyzing the verbal interactions between teachers and students in class VIII of SMP Negeri 6 Majene in the 2020/2021 school year. This research is a descriptive qualitative research. Data collection techniques used checklist observation and video tapping. Researchers took 10 grade VIII students of SMP Negeri 6 Majene as research subjects. The results showed that in the teacher category more often appeared to accept feeling, ask question, criticizes / justifies authority. Furthermore, in the student category the most dominant was student talk response. In this case, researchers assess, that teachers and students are still lacking in verbal interaction and there are still many categories that have not been fulfilled. Furthermore, students also sometimes experience confusion and difficulty in proper verbal interaction. Then they don't really understand what is being discussed so they are afraid of being wrong even though students know what to say to the teacher.
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Sholikhah, Yayang Imroatus, and Hilmansyah Saefullah. "Teacher-Students’ Classroom Interaction in Teaching Grammar with Interactive Learning Approach." JIIP - Jurnal Ilmiah Ilmu Pendidikan 5, no. 12 (2024): 5959–63. http://dx.doi.org/10.54371/jiip.v5i12.3942.
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In this study, classroom interactions during an interactive grammar learning process are analyzed. It attempts to explore the teacher's interaction strategies in teaching grammar using an interactive learning approach. Based on observation analysis using the Flanders Interaction Analysis Category (FIAC) to an English teacher and four volunteers learning English grammar, this study revealed that the teacher's interaction strategies in teaching grammar using interactive learning approach include activities like asking question, giving encouragement or praise, lecturing, and giving directions. Based on this study, the interactive learning approach can encourage students to participate in sharing their ideas during the learning process.
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Guo, Xingrong, Wensi Yang, and Yiming Guo. "Analyzing Teacher–Student Verbal Interaction in Elementary Chinese Comprehensive Class: Insights from Flanders Interaction Analysis System." Behavioral Sciences 15, no. 4 (2025): 429. https://doi.org/10.3390/bs15040429.
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This study analyzes the behavioral characteristics of interactions between an experienced Chinese teacher and students in an elementary Chinese classroom through a case analysis, aiming to provide insights for novice teachers. Using the Flanders Interaction Analysis System (FIAS), this research evaluated interaction patterns in a 45 min Chinese demonstration class involving eight students from European, American, and Southeast Asian countries. The results showed the following: (1) The teacher’s speech accounted for 44.72% of class time, and they mainly used direct language to guide students. (2) Students’ speech accounted for 41.27%, showing their active participation but limited autonomy in self-initiated talk and independent engagement. Improvements are needed in students’ ability to initiate more speech and engage independently without teacher prompts. (3) Classroom structure reflects “student-centered, teacher-led” principles through open questioning and peer interaction. This study proposes some practical recommendations, advocating for increasing opportunities for student-initiated discourse, implementing structured questioning techniques, and strengthening collaborative group work. These findings provide empirical insights into balancing teacher–student interaction dynamics in cross-cultural language classrooms.
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Pratiwi, Ainun, and Rahmah Fithriani. "AN INVESTIGATION OF TEACHER-STUDENT VERBAL INTERACTION IN AN INDONESIAN EL CLASSROOM: A FLANDERS INTERACTION ANALYSIS CATEGORY (FIAC) SYSTEM." JOURNAL OF LANGUAGE 5, no. 1 (2023): 45–54. http://dx.doi.org/10.30743/jol.v5i1.6969.
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This study aims to investigate the nature and extent of classroom interactions using the Flanders Interaction Analysis Category System (FIACS), a valuable tool for identifying, classifying, and monitoring verbal interaction in educational contexts. Specifically, the study seeks to analyze the interaction patterns between teachers and students, as well as the role of teachers in a public senior high school located in Medan, Indonesia. Participants in this qualitative inquiry included 36 eleventh-grade students and an English teacher. Utilizing an observation tally sheet, video recording, and interviews with the teacher and some students, the data were collected on the conversation between teacher and students during two 60-minute class meetings. The results reveal that the interactions that occur in the EFL class comprise a sum of 10 FIAC components. The pattern of interactions between teacher and students in the classroom is characterized by two-way communication. During classroom interaction, the role of the teacher encompasses that of a motivator, organizer, and prompter.
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Fadillah, Ridha, Muhammad Ridha, and Ahmad Juhaidi. "Teacher-student interaction in English class at state senior high school in Banjarbaru." Englisia: Journal of Language, Education, and Humanities 9, no. 2 (2022): 154. http://dx.doi.org/10.22373/ej.v9i2.10843.
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This study investigated the interaction happened in English class at State Senior High School 3 in Banjarbaru, South Kalimantan. English teacher and Class 11 students at Senior High school 3 in Banjarbaru were the research subjects. The object of the research was classroom interaction. Purposive sampling was used in determining the research sample. Flanders Interaction Analysis Category as an observation guide and interviews were used to collect the data in the class. The results indicate that two-way communication among teacher, student, and students occurred in English class. The findings revealed that teacher-talk was 42.79% and student-talk was 53.79%, while silence or confusion was 3.40%. It indicated that two-way communication between teacher and students occurred in English Class. It shows that students are the center of learning process and the students are active during English learning process. However, this study differs from previous studies as the Flanders Interaction Analysis Category used here was analyzed according to the perspectives of foreign language anxiety.
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Kim, Soo Mi, and Mi Hwan Kim. "Case Studies for Consulting of Elementary Mathematics teaching based on Flanders's Interaction Analysis Category System." Education of Primary School Mathematics 16, no. 3 (2013): 211–27. http://dx.doi.org/10.7468/jksmec.2013.16.3.211.
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Cho, Kyoung Mee, and Sang-Ihn Yeo. "A Case Study on Effective Teachers' Discourse in Science Gifted Class Using Flanders Interaction Analysis Program." Journal of Gifted/Talented Education 23, no. 6 (2013): 1055–76. http://dx.doi.org/10.9722/jgte.2013.23.6.1055.
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Charisma, Dila. "The Implementation of Flanders Interaction Analysis Category System (FIACS) in an EFL Classroom." Concept : Community Concern for English Pedagogy and Teaching 5, no. 2 (2020): 86–93. http://dx.doi.org/10.32534/jconcept.v5i2.1390.
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This study focuses on verbal interaction between teacher-students in English classroom. The aims of this study are to find out the type of interaction between teacher-students in MAN 1 Kota Cirebon and to describe the verbal interaction between teacher-students in the classroom. This study employs qualitative research by using descriptive qualitative design. The present study chose the eleventh grade which consist thirty students and one English teacher as the subject. In collecting the data, the present study used observation by using FIACS rubrics and videotaping to identify and analyze teacher and students talk in verbal interaction in English classroom. The data were confirmed by doing the interview with English teacher. The result of this study found, the categories that occur in English classroom, the most significant of the indicators from the teacher talk is Asking Questions. The percentage of the teacher talk is 86,65%, the students talk is 10%, and the silence or confusion is 3,33%. However, the significant of the indicators from the student talk is Student Talk Response. Furthermore, from all FIACS categories, which do not occur in the classroom are Accepts Feelings, Accepts or Uses Ideas of Students, Criticizing or Justifying Authority, and Student Talk Initiation. Verbal interaction in English classroom is considered to be well enough because there were six categories of FIACS that occur in the teaching and learning process that were Praise or Encouragement, Asking Questions, Lecturing/Lecture, Giving Directions, Students Talk Response, Silence or Confusion. 
 Keywords: FIACS; Verbal Interaction; Teacher-Students Interaction; English Classroom.
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Ghysels, Joris, and Wim Van Lancker. "The unequal benefits of activation: an analysis of the social distribution of family policy among families with young children." Journal of European Social Policy 21, no. 5 (2011): 472–85. http://dx.doi.org/10.1177/0958928711418853.
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In the last few decades, measures to reconcile work and family life have risen in mutual interaction with a rising rate of dual earnership. However, dual earnership has (to date) been adopted in a socially uneven way in most European societies. Therefore, one may wonder whether the activation measures have brought about a loss of vertical redistribution in welfare states. We address this question by focusing on the interaction of three measures of family policy and their overall distributional effect in Europe, with the Belgian region of Flanders as the case in point. We develop a fine-grained analysis to reveal the budgetary impact of the variation in use and generosity, and find that today in Flanders the redistributive effect of child benefits is largely undone by subsidized childcare and parental leave benefits. If parents’ employment is to be generalized, this case study suggests that more attention is required regarding the universal use of reconciliation measures.
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Inamullah, Hafiz Muhammad, M. Naseer Ud din, and Ishtiaq Hussain. "Teacher-Student Verbal Interaction Patterns At The Tertiary Level Of Education." Contemporary Issues in Education Research (CIER) 1, no. 1 (2011): 45. http://dx.doi.org/10.19030/cier.v1i1.1209.
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The main objective of the proposed study was to explore Teacher–Student verbal interaction patterns at tertiary level education in the North West Frontier Province of Pakistan using Flanders’ Interaction Analysis system. This study was significant because its findings and conclusions may stimulate teachers to improve their teaching behaviour in order to maximize student learning. To achieve the above study objectives, three hypotheses were formulated in the light of Flanders “Two-thirds rule” of teacher-student classroom interaction at the tertiary level, namely, about two-thirds of the classroom time is devoted to talking, about two-thirds of this time the person talking is the teacher and two-thirds of the teachers’ talk is “direct” talk. Twenty-five classrooms at the tertiary level were randomly selected as samples for this study. Twenty-five observations were carried out, one in each classroom, using Flanders Interaction Analysis system to secure the data. To do this, time sampling was used and each classroom was observed for 810 seconds (13.50 minutes) in a 45-minutes class. After obtaining and encoding the data, it was tabulated, analyzed, and interpreted by using percentages, means, and standard deviation. All the hypotheses were supported and it was concluded that, at the tertiary level, more than two-thirds of classroom time was devoted to talking. Thus, talk method dominated in classes. More than two-thirds of the classroom talking time was devoted to teachers talking at the tertiary level with the teachers playing the dominant role. More than two-thirds of the teachers’ talking time was devoted to direct talk, which showed the direct role of the teacher and indirect role of students at the tertiary level.
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Fatmawati, Fatmawati, Wastri Pebriani, and Ria Riski Marsuki. "Teacher Talk and Student Talk: Classroom Interaction in Online CFL Class." Longda Xiaokan: Journal of Mandarin Learning and Teaching 7, no. 1 (2024): 39–47. https://doi.org/10.15294/longdaxiaokan.v7i1.6997.
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This study explores the interaction between “Teacher Talk” and “Student Talk” in an online Chinese as a Foreign Language (CFL) class. The goal is identifying methods to leverage these dynamics to create more effective and engaging online learning environments. This research uses a qualitative research design to understand the dynamics of interactions between teachers and students in CFL online classes. Data was collected through observation and video recording in four CFL online classes with the participation of 16 students and four teachers. Data analysis uses Flanders Interaction Analysis Categories (FIAC) to identify interaction patterns and themes. The study findings show that effective interactions between teachers and students are critical in establishing collaborative and valuable online learning experiences. Effective student participation often depends on guidance and encouragement from teachers, who create a supportive and participatory learning environment.
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Ely Heldydiana Selamat and Suseni Monira Melji. "Investigating the Interactions between Teacher and Students in an EFL Classroom." English Language Education Journal (ELEJ) 1, no. 1 (2022): 23–42. https://doi.org/10.36928/elej.v1i1.1583.
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The purpose of this study was to examine the patterns of teacher-student interaction in an EFL classroom. The researchers conducted this investigation using a quantitative manner. This research enrolled one experienced English teacher and 49 students. Classroom observation, video recording, and interview were employed to obtain data. Additionally, Flanders Interaction Analysis was utilized to identify and evaluate interactions between the teacher and students in the classroom. This study found two distinct types of Flanders interaction in teacher-student interactions, namely Teacher Talk and Student Talk. For the teacher, the categories of talk demonstrated that accepting feelings, praising or encouraging students, accepting or using students' ideas, asking questions, lecturing, giving directions, criticizing or justifying authority all assisted the teacher in eliciting positive responses from the students; and for the students, the categories of talk demonstrated that initiation and silence or confusion demonstrated that the students were not truly engaged in responding to their teacher. This resulted in the researcher concluding that teachers were more dominant in EFL classroom activities, as evidenced by the fact that the percentage of teacher talk was 68.94 percent higher than the percentage of student talk, which was 22.55 percent, and silence or confusion, which was 8.51 percent. The researchers proposed that teachers provide opportunities for students to be more involved in the classroom by asking some critical questions.
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Susie Kusumayanthi and Lia Riyani Nuroniah. "VERBAL INTERACTION BETWEEN TEACHER AND STUDENTS IN THE CLASSROOM." JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 2, no. 2 (2021): 33–42. http://dx.doi.org/10.37742/jela.v2i2.34.
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This research was conducted in the tenth grade students in a senior high school in Bandung Barat. The purposes of this study are to identify the types of verbal interaction in the classroom based on Flanders Interaction Analysis Categories (FIAC) and what is the impact to students’ speaking skill. This research used descriptive qualitative method. More specifically this research was classified as a case study. The instruments of this research used observation and interview. The data from observations were accompanied by Video recording. Then, transcribed into the written form. Observation data were processed into FIAC sheet and calculated to find the dominant type. Interview data were processed using descriptive qualitative. The findings of the research show that all types of verbal interaction based on Flanders Interaction Analysis Categories (FIAC) were used by the teacher and students in the classroom. The type most often used is asking questions and student talk responses with a percentage of 26.34% at the first meeting and 22.12% at the second meeting. Then the students' talk response with a percentage of 28.14% at the first meeting and 34.62% at the second meeting. The results of the research with interviews stated that verbal interaction can help students develop a little in English speaking skills, especially on elements of pronciation, grammar and vocabulary.
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Deepika, Mehta. "STUDY OF SOCIO-EMOTIONAL ENVIRONMENT OF AN INDIAN SECONDARY SCHOOL CLASSROOM THROUGH INTERACTION ANALYSIS." International Journal of Multidisciplinary Research and Modern Education 4, no. 2 (2018): 63–69. https://doi.org/10.5281/zenodo.1647545.
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The Indian Education system supports child-centered teaching and learning where the environment of a classroom has to be socially and emotionally motivating for the students and therefore, teachers’ verbal behaviour plays a crucial role in building interactive teaching sessions for any classroom. In the midst of curriculum completion, the classroom’s environment becomes a tensive platform for most of the students to interact with the teachers and they lose interest in the studies. Therefore, teachers of our Indian schools and colleges need to be assessed regularly and to be trained accordingly to improvise their teaching techniques and to bring new innovative teaching and learning ideas for their students. The paper presents the study that was carried out in an Indian secondary school based near Delhi NCR to review teachers’ classroom behaviour and the teachers-students interaction through Flanders interaction analysis system. With the technique, quantitative and qualitative aspects of teacher’s verbal behaviour in the classroom were studied. This technique was chosen as an observational system by an observer. The observer studied the verbal behaviour of teachers and students that were directly related to the social – emotional environment of the classroom. Also, the objective of the study was an advocacy for using Flanders interaction analysis in public schools as the quantity and quality of teacher and student interaction was an important aspect of an effective classroom teaching and enriched learning.
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Feny Nursyahwa Aulia Tarigan, Rahmad Husein, and Neni Afrida Sari Harahap. "Teacher Talk Analysis in The Youtube Video "Differentiated Learning on Self-Introduction" From SMAN 1 Pangkalan Susu Through FIAC." Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris 2, no. 5 (2024): 274–87. http://dx.doi.org/10.61132/sintaksis.v2i5.1090.
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This study analyzes teacher talk in the YouTube video "Differentiated Learning on Self-Introduction" from SMAN 1 Pangkalan Susu using the Flanders Interaction Analysis Category (FIAC) system. Teacher talk, which includes both direct and indirect verbal interactions, plays a critical role in fostering an engaging and effective learning environment. The research focuses on identifying patterns of teacher-student interactions that support differentiated learning, a method designed to cater to individual student needs. The results reveal that indirect talk, such as accepting feelings and giving encouragement, accounts for 60.87% of the interactions, while direct talk, like giving instructions and lecturing, constitutes 39.13%. This balance suggests a strong emphasis on student engagement through supportive communication, essential for differentiated learning environments.
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Yang, Ji Sun. "An Analysis of Interaction Types in Home Economics Pre-service Teacher’s Instruction Using Advanced Flanders Verbal Interaction Analysis Method." Korean Home Economics Education Association 31, no. 1 (2019): 39–58. http://dx.doi.org/10.19031/jkheea.2019.03.31.1.39.
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Balaobao, Anjelyn, Angel Joyce Calapaan, Sheane Ann Cubero, and Christian Jay Syting. "Analyzing Teacher-Student Interaction in English-Medium Classrooms: Flanders’ and Initiation-Response-Feedback Model in-Focus." Journal Corner of Education, Linguistics, and Literature 4, no. 1 (2024): 132–54. http://dx.doi.org/10.54012/jcell.v4i1.318.
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This study analyzed teacher-student interaction in English-medium classrooms using Flanders’ Interaction Analysis and the Initiation-Response-Feedback (IRF) pattern frameworks. Eight teachers from the College of Teacher Education (CTE) at a private higher institutions participated in the study: three were observed during their teaching process for a total of six hours, and five were interviewed. Using the Flanders’ Model, the main categories involved were indirect teacher talk, direct teacher talk, student talk, and silence. On the other hand, using IRF, the results revealed that head acts involved initiating acts, which consisted of requestives, directives, elicitation, and informatives; responding acts, which composed of positive, negative, and temporization responses; and then follow-up acts, which comprised of endorsement, concession, and acknowledgement. The study underscores the significance of balancing direct and indirect talk to foster more dynamic and interactive classroom environments. Mapping out specific interaction patterns such as initiating insights for educators to refine their teaching strategies and enhance student engagement and learning outcomes.
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Song, Fei. "Application of Discourse Interaction Data Analysis System in Teaching Evaluation for TCSOL." Journal of Language Teaching and Research 8, no. 5 (2017): 922. http://dx.doi.org/10.17507/jltr.0805.11.
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With the development of the Chinese language teaching all over the world, there is an increasing demand for TCSOL. However, there is no pure data-driven and highly automated teaching evaluation mode so far. Hence the paper learn and improve Flanders’ Interaction Analysis System, in order to establish a set of Discourse Interaction Data Analysis System (DIDAS) and selects a typical Lesson of volunteer Chinese teachers in the Confucius Institute to make confirmatory analysis, and finally proves that the system is workable for the teaching evaluation of TCSOL and is suitable for promoting their self-teaching evaluation, so as to achieve the purpose of enhancing teaching quality.
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최상배. "Analysis on Flanders verbal interaction in classes of the school for the Deaf." Journal of Special Children Education 14, no. 1 (2012): 27–43. http://dx.doi.org/10.21075/kacsn.2012.14.1.27.
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Odiri Amatari, Veronica. "The Instructional Process: A Review of Flanders’ Interaction Analysis in a Classroom Setting." International Journal of Secondary Education 3, no. 5 (2015): 43. http://dx.doi.org/10.11648/j.ijsedu.20150305.11.
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Dong, Ruiqing, and Shengnan Yin. "Research on the Quality of Teacher-Child Interaction under the Collective Teaching Activities of Social Education for Large Class Children." World Journal of Education and Humanities 6, no. 5 (2024): p164. http://dx.doi.org/10.22158/wjeh.v6n5p164.
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This study of the current situation of the interaction, from the kindergarten collective teaching activities, interaction and social field concept from three aspects, analyze its characteristics, observe the garden of interaction, writing interview outline, through observation and action research method, the social field of the status of the interaction analysis and its problems. The research tool for this study was the Flanders Interactive Analysis System, by which 18 activities were analyzed. Finally, according to the interview content, the characteristics and influencing factors of teacher and child interaction were summarized, and the strategies and methods of improving the quality of teacher and child interaction were analyzed.
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Mellany, Mellany, Risnawati Risnawati, and Fera Zasrianita. "Teacher and Students’ Talk in Speaking Classroom Interaction." Jadila: Journal of Development and Innovation in Language and Literature Education 2, no. 1 (2021): 25–35. http://dx.doi.org/10.52690/jadila.v2i1.123.
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Classroom interactions are typical class situations where verbal contact is dominant, which means that the teacher has a significant impact on the students speaking ability. Classroom interaction and speaking ability have related to created interaction on teaching classroom process. This study purpose at analyzing the realization of classroom interaction especially teacher talk and students talk occurred during teaching speaking class. The data were taken from SMA Negeri 3 Seluma in the form of observation, interview, and documentation. The data then were analyzed by the framework adapted from Flanders Interaction Analysis Categories (FIAC). The findings showed that the classroom interaction most dominant is the teacher while students during speaking class. It also described those teacher roles during classroom interaction as director, manager, and facilitator. The study recommends the teacher support students to actively speak when learning the classroom process. Finally, this study suggests a further study to find various frameworks in analyzing classroom interaction discourse which covers different abilities.
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Wibowo, Andika Cahya Ari. "STUDENT – TEACHER INTERACTION: A CASE OF THE SECOND YEAR OF STATE SENIOR HIGH SCHOOLS IN CEPU." Vision: Journal for Language and Foreign Language Learning 3, no. 2 (2014): 25. http://dx.doi.org/10.21580/vjv3i238.
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Abstract The purposes of the study are to Dnd out the amount of lan- guage produced by the teacher (Teacher Talking Time) and by the students (Student Talking Time) and to identify the characteristics of the classroom interaction in the Senior High School English classes. The study involved the second year students and the English teachers of SMA N I Cepu and SMA N II Cepu as the object of the study. Observation method is utilized in the study to collect the data. The study is supported by one thousand four hundreds and forty data which are categorized into the ten categories of Flanders (FIAC). In details, the Drst result of the analysis shows that 70.5 % of the classroom available time was taken by the teacher and the stu- dents only took 21.6 % of the available time during the interaction in SMA N I Cepu. Meanwhile, during the interaction in SMA N II Cepu the teacher took 69.6 % of the classroom available time while the students only took 22.2 % of the available time. The second result shows that the dominant characteristic of the classroom interaction in SMA N I Cepu was Teacher Talking Time while the dominant characteristic in SMA N II Cepu was Con- tent Cross. Keywords : Classroom Interaction, Flanders Interaction Analyze Categories (FIAC), Teacher Talking Time, Student Talking Time, The Characteristics of Classroom Interaction
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Meisuri, T. Silvana Sinar, Busmin Gurning, and T. Tyrhaya Zein. "The Classroom Interaction Patterns in Bilingual Classroom at Junior High School in Medan City." Advances in Language and Literary Studies 9, no. 4 (2018): 31. http://dx.doi.org/10.7575/aiac.alls.v.9n.4p.31.
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This paper deals with the interaction pattern between teacher and students in the real classroom lessons. This study was primarily conducted to determine the patterns of classroom interaction produced by the teachers and learners during the class sessions in the bilingual middle-school classrooms in Medan City, Indonesia. The data were spoken texts of teachers from five video-recorded classes (Mathematics, Physics, Biology, English and IT/TIK) during the period of even semester, and were then analyzed by applying the Flanders Interaction Analysis Categories System (FIACS) ‘Interaction Model’ following the frame works proposed by Flanders (1970). From the data analysis, it was found that the talk was dominated by teachers, particularly on the categories of no 4, 5, and 6, while students practiced no 8 mostly, and it also indicated that instructor expressions were very overwhelming in each example of assignments amid the class sessions, while understudies reactions or different properties were moderately low in rates in an educator centered classroom aside from in the scene no. 5 (IT Lesson) where understudies took the greater part of the cooperation among peers. The examination likewise demonstrates that elicitation, reaction, and input were deliberately utilized by instructor, and understudies were a piece of the structure of classroom talk exercises. The example, notwithstanding, could be changed relying upon the educator expectation or the times of lesson that understudies learn.
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Vineki Riyadini, Maria, and Basikin Basikin. "Analyzing Patterns of Classroom Interaction In An Elementary English Online Teaching and Learning Processes." Journal Of English Teaching For Young And Adult Learners 3, no. 1 (2024): 28–41. http://dx.doi.org/10.21137/jeeyal.2024.3.1.5.
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Interaction plays a pivotal role in English teaching and learning processes. The patterns of interactions in classroom activities highly influence the success of the teaching-learning process. This study aimed to describe the classroom interaction patterns in an online teaching and learning process through a qualitative approach using the Flanders' Interaction Analysis System (FIAS). This study is focused on the young learner classroom interaction at the elementary school level. An English online class was observed and recorded to collect the data. The data were confirmed by interviewing the English teacher. The findings revealed that the dominant patterns of interaction that emerged in the online teaching and learning processes were asking questions (Teacher's Talk) and giving responses (Students' Talk). The patterns of interaction were produced from teacher and student(s) and student(s) and student(s) interactions concerning the teacher talk and the students' talk categories used in the online teaching and learning activities. By understanding classroom interaction patterns, the results can be worth considering in selecting activities to support students in improving their full potential in teaching and learning processes. Besides, classroom interaction plays a crucial role in achieving the intended goals in the teaching and learning processes.
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Nasir, Chairina, Yunisrina Qismullah Yusuf, and Andri Wardana. "A qualitative study of teacher talk in an EFL classroom interaction in Aceh Tengah, Indonesia." Indonesian Journal of Applied Linguistics 8, no. 3 (2019): 525. http://dx.doi.org/10.17509/ijal.v8i3.15251.
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Teacher talk plays an essential role in classroom interaction since it can facilitate students to enhance their levels of comprehension toward the learning materials and further encourage them to be more active during the learning process. This qualitative study is aimed to analyze the types of talk employed by the teacher in the classroom interaction based on the framework of Flanders Interaction Analysis Category System (FIACS) promoted by Flanders (1970). The data were collected through audio recording and observation for three class meetings, and interview with the teacher at the second grade of a senior high school in Aceh Tengah, Indonesia. The results showed that all of the seven types of teacher talk were found. Among them, giving directions took place as the most applied interaction by the teacher. It indicates that the teacher mostly controlled and provided the students with directions, commands, or orders in the learning process. Meanwhile, the least used were accepting or using ideas of pupils and accepting feelings. From the result of the interview, this matter occurred due to the lack of students’ participation in expressing their ideas and feelings. Thus, this study is expected to be a reference by which teachers could consider the types of teacher talk to be implemented to improve their students’ activity and interest during the classroom interaction.
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Bischoff, Judith A., Sharon Ann Plowman, and Lawrence Lindenman. "The Relationship of Teacher Fitness to Teacher/Student Interaction." Journal of Teaching in Physical Education 7, no. 2 (1988): 142–51. http://dx.doi.org/10.1123/jtpe.7.2.142.
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The purpose of this study was to determine the relationship between teacher fitness and teacher/student interaction in the classroom. Eighteen experienced high school teachers volunteered as subjects. Subjects were divided into high-fit (HF) and low-fit (LF) categories by comparison with norms for their age and sex in sit-ups, sit-and-reach, percent body fat, and maximal aerobic power. Teacher/student classroom interaction was evaluated by coding audiotapes with the verbal portion of Cheffers’ Adaptation of Flanders’ Interaction Analysis System (CAFIAS). It was revealed that HF teachers spent less time asking questions and more time giving directions than LF teachers. Teachers initiated talk more in the morning, especially on Monday, and students talked more in the afternoon, especially on Friday. Students initiated more talk in the afternoon and were more unpredictable and noncontent oriented in both their initiated and responding behavior in the afternoon. There were no significant interactions between fitness level, day, and time. The current evidence does not support the hypothesis that physically fit teachers are clearly distinguishable from unfit teachers in terms of teacher/student interaction.
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Rhamadina, Wiwi, Alek Alek, Nida Husna, and Didin Nuruddin Hidayat. "A Discourse Analysis Of Students-Teacher Pattern Interaction In Elt Classroom." Jurnal Onoma: Pendidikan, Bahasa, dan Sastra 9, no. 1 (2023): 446–56. http://dx.doi.org/10.30605/onoma.v9i1.2209.
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This study aims to find patterns of interaction between students and teachers in ELT classes. Participants involved in this study were 32 students and one English teacher. This research is a qualitative research with a descriptive design. This relates to the use of language in a social context, namely interaction or dialogue between students and teachers. The author uses 2 types of instruments, namely observation using the blue print protocol and also recording all English learning activities in the ninth grade of SMP N Toboali. Then after making observations and obtaining all the required data, the authors conducted an analysis using FIAS (Flanders Interaction System Analysis) which consisted of 3 parts, namely the teacher's indirect influence, the teacher's direct influence and students' speech responses. The teacher's indirect influence consists of 3 kinds of interactions such as receiving feelings, praising encouragement, accepting or using student ideas, and asking questions. Then, the teacher's direct influence consists of lecturing or explaining, giving directions, and criticizing or justifying authority. The last is the student's response which consists of the student's speech response, student initiation, and silence. According to the research results, there are four types of classroom interaction research: content traffic, teacher control, teacher support, and student participation. Based on the results of the data found, it shows that the dominant pattern used in this study is student participation, with a total of 54 or 45% of utterances. Hence, it can be concluded that the students of ninth grade students at SMPN 3 Toboali were active during the teaching and learning process in class.
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Im, Seul-A., and Hyunwook Kim. "An Analysis of Elementary School Teacher's Interaction with Students in Project Based Learning." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 13 (2022): 339–53. http://dx.doi.org/10.22251/jlcci.2022.22.13.339.
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Objectives This study focused on the interaction between teachers and students among the various characteristics of project based learning, and attempted to reveal the characteristics by observing project-based elementary school classes. Methods To this end, The AF analysis was used to analyze the language interaction between teachers and students, and the CLASS analysis was used to analyze the ‘emotional support, classroom organization, and instructional support’ interaction between teachers and students. In addition, Pearson's correlation analysis was conducted to confirm the correlation between the Flanders area analysis, the Flanders Top 10 Index, and the CLASS analysis. In addition, Classes were classified by type to confirm the results of the interaction analysis of ‘emotional support, classroom organization, and instructional support’ according to the type of language interaction, and the results were compared. Results First, In the project based learning, the ratio of items 0 (others) was the highest, followed by items 5 (lecture), items 9 (student-led remarks), and items 4 (teacher's questions). Second, In the project based learning, the index in which teachers accept students' opinions or emotions and the index in which students take the initiative in asking and speaking were high. In addition, the index of teachers asking questions using students' remarks was also high. On the other hand, In the project based learning, the index in which teachers criticize students or justify teachers' authority was low. Third, In the project based learning, the flow of ‘teacher's lecture-nonverbal situation-teacher's lecture’ was high. Fourth, In the project based learning, the ‘emotional support’ area was the highest, followed by the ‘classroom organization’ and ‘instructional support’ area. However, the average for all three areas showed a moderate or higher level, and the deviation was not large, showing a similar tendency. Conclusions First, Project based learning is a class that utilize directive remarks from teachers to induce student-led inquiry activities. Second, Project based learning is a class that emphasizes the attitude of warm-hearted acceptance of students' opinions or emotions without advocating the authority of teachers. Third, Project based learning is a class with a high percentage of students leading throughout the class. Fourth, Project based learning is a class that mainly utilize teachers' questions as feedback on students' remarks. Fifth, Project based learning is a class in which non-verbal situations such as student-led inquiry activities or waiting time for student to think account for a high percentage. Sixth, The flow of project based learning is at a very high rate of ‘teacher's lectures-nonverbal situations-teacher's lectures’. Seventh, Project based learning is a class in which interactions through ‘emotional support, classroom organization, and instructional support’ appear positively.
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Erawati Erawati, Mujiyem Sapti, and Puji Nugraheni. "Analisis Pola Interaksi Edukatif Antara Guru dan Siswa dalam Pembelajaran Matematika." Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan 2, no. 4 (2024): 103–11. http://dx.doi.org/10.61132/pragmatik.v2i4.1040.
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This study aims to determine the pattern of educational interaction that occurs between teachers and students, and how the impact and factors that influence the mathematics learning process. The pattern of educational interaction is a process of teaching and learning interaction activities carried out by teachers and students in the classroom in order to influence the course of the learning process to achieve certain goals. This study uses a qualitative descriptive method. The subjects of the study were mathematics teachers and students of grade IX of SMP N 3 Nusawungu and students of grade VIII of SMP PGRI 18 Cimanggu. In determining the research subjects in this study, a purposive sampling technique was used, namely a technique for taking samples of data sources with certain considerations. Data collection techniques used observation sheets, interview guidelines, and field notes. The data analysis used was a qualitative descriptive data analysis based on Flanders' analysis theory. The results of this study are that educational interactions that occur in mathematics learning produce 3 interaction patterns, namely teacher-centered interaction patterns, student-centered interaction patterns, and balanced teacher-student interaction patterns. Interaction patterns will have many impacts on the learning process such as discussions between students, questions and answers between teachers and students, noise and silence. The impact will appear according to the teaching method used by the teacher, as well as factors that influence the learning process such as student attitudes, motivation, and learning approaches used.
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Li, Jiaping. "Research on the interaction of teachers and children in language activities." Journal of Computing and Electronic Information Management 13, no. 2 (2024): 91–93. http://dx.doi.org/10.54097/c9tq0iqg.
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Teacher-child speech interaction has an important influence on their growth and development, especially in language activities. Its quality directly affects young children's language, cognitive and social development. Big class children are in the critical period of language, so it is of great practical significance to observe the speech interaction in the language activities of big class. This study mainly adopts the observation method, randomly select a city kindergarten large field observation, large language activities divided into literature learning activities, conversation, telling activities, early reading activities, collect a total of 12 activities, to improve Flanders interactive analysis system as a tool, get 6871 young speech samples, from the interactive subject, content, way and situation of four dimensions, and discuss.
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WICHERS, M. C., S. PURCELL, M. DANCKAERTS, et al. "Prenatal life and post-natal psychopathology: evidence for negative gene–birth weight interaction." Psychological Medicine 32, no. 7 (2002): 1165–74. http://dx.doi.org/10.1017/s0033291702006372.
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Background. Many studies suggest that pregnancy and birth complications (PBCs) are environmental risk factors for child psychopathology. However, it is not known whether the effects of PBCs occur independently of genetic predisposition. The current study examined the possibility of gene–environment interaction in a twin design.Method. The East Flanders Prospective Twin Survey prospectively records the births of all twin pairs born in East Flanders, Belgium. The current study included 760 twin pairs aged 6–17 years. Multilevel regression analysis was used to assess the effects of several PBCs collected around the time of birth. Using structural equation modelling, ACE models assuming additive genetic (A), shared environmental (C) and unique environmental (E) influences, were compared in order to examine whether the contribution of genetic factors to parent-rated child problem behaviour varied as a function of exposure to dichotomously and continuously defined PBCs.Results. A main independent effect of lower birth weight, corrected for gestational age (small for gestational age – SGA), on child problem behaviour was found. In addition, there was an interaction between genetic influence and SGA, in that being smaller for gestational age resulted in less influence of additive genetic factors on individual differences in problem behaviour.Conclusions. Results are suggestive of negative gene–birth weight interaction. Children who are SGA are less sensitive to the genetic effects, and those with high genetic vulnerability are less sensitive to the effects of being SGA in bringing about post-natal mental health effects.
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Islam, Muhammad, Lubna Khalil, and Iram Sagheer. "Impact of Teacher Talk on Learner Engagement and Motivation." Journal of Social Sciences Review 5, no. 1 (2025): 566–77. https://doi.org/10.62843/jssr.v5i1.521.
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Learner engagement and motivation play an important role in learning a second or foreign language. This study examines the effect of teacher talk on the two psychological constructs in Pakistani ESL classrooms. It evaluates teachers’ strategies to engage learners in instructional tasks and materials during classroom discourse. Using Flanders’ Interaction Analysis Categories (FIAC) as a theoretical framework, the research adopts a mixed-methods approach to analyze teacher-student interactions. Twenty-five undergraduate students and two teachers from a local college in Lahore, Punjab, participated in the study. Data collected through classroom observations, video recordings, and field notes revealed that inclusive questioning, positive reinforcement, and effective use of paralinguistic features significantly enhance learner engagement and motivation. The study offers valuable insights into effective strategies for fostering teacher-student relationships, thereby enhancing learner engagement and L2 motivation, by examining the diverse types of teacher talk. Additionally, the study focuses on the attitudes of academically struggling students during teacher talk. This study contributes significantly to the field by offering empirically grounded discourse strategies for language educators, extending Flanders’ framework to contemporary language classrooms. It particularly addresses the specific needs of academically low-performing learners and creates a methodological bridge between theoretical understanding and classroom practice.
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Abdusyukur, Muhammad Rafi. "Exploring EFL Classroom Interactions in An Online Setting: A Case Study in Indonesia." SALEE: Study of Applied Linguistics and English Education 5, no. 2 (2024): 411–26. http://dx.doi.org/10.35961/salee.v5i2.1347.
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The COVID-19 pandemic has transformed the form of interaction in the EFL classroom in Indonesia. Consequently, it is vital for Indonesian EFL teachers to analyse the current form of interaction in online settings to ensure quality teaching and learning. Even though many studies have addressed the issue, this study offers an alternative analysis by adapting FIACS (Flanders Interaction Analysis Category System) as one of the most common tools for classroom interaction analysis. This case study aimed to explore EFL classroom interaction by using FIACS as the framework. The necessary data was collected through direct and indirect observation between an EFL teacher and his lower secondary students. Based on the analysis, it appeared that the online EFL classroom interaction was dominated by the teacher. One of the causes was the passiveness of the students due to the technological glitches. The pattern and characteristics of the interaction also changed. One of the most notable changes was the difficulty to observe and manage the interaction between students. These observed features of the EFL online classroom portrayed how the class is conducted as well as ideas for other EFL teachers and practitioners to prepare and organize it.
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Maněnová, Martina, Janet Wolf, Martin Skutil, and Jitka Vítová. "Communication and Interaction Practices in Czech Classrooms with a Teaching Assistant." Sustainability 16, no. 3 (2024): 989. http://dx.doi.org/10.3390/su16030989.
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The presented study focuses on pedagogical communication and interaction occurring in teaching with the presence of a teaching assistant. The aim was to enhance understanding of pedagogical communication and interaction in these classrooms. To achieve this goal, an analysis of teaching sessions was undertaken from the perspective of activities (interactions and communication) assumed by the teaching assistant during instruction. The research methodology relies on standardized observation, specifically employing the Flanders Interaction Analysis System, which investigates communication and interaction within the classroom environment. For observing teaching sessions with teaching assistants, 16 categories were developed and refined through pilot testing. Validation was conducted using video analysis. In total, 15 teaching sessions were recorded and subsequently analyzed. Specialized software Codenet was utilized for video data analysis, with a set time interval of 3 s. The data analysis revealed several crucial insights into the communication and interaction of teaching assistants and teachers in an educational context. Some categories, such as the preparation of teaching aids and those related to passivity, predominate, while others, including active involvement in teaching or introducing new educational content, are notably absent. Understanding these patterns may lead to optimizing the role of the teaching assistant in supporting individual students and classroom dynamics. The article discusses inclusive practices of teaching assistants, without distinguishing between students with special educational needs and typically developing peers. Inclusive education promotes social and environmental sustainability by fostering a sense of belonging and equality among students.
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Pakhrurrozi, Imam, Imam Sujadi, and Ikrar Pramudya. "Analysis of Interaction Jigsaw Learning Process on Geometry Material." International Journal of Multicultural and Multireligious Understanding 5, no. 5 (2018): 75. http://dx.doi.org/10.18415/ijmmu.v5i5.306.
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This study aims to determine the interaction between teachers and students that occur in the process of learning Mathematics with jigsaw model in junior high school in Surakarta using FIAC (Flanders Interaction Analysis Condition) analysis. This study includes qualitative descriptive research. The subjects of this study are teachers and students of 8th grade of junior high school in Surakarta and students' learning achievement sheets. The object of research is the interaction of teachers and students in the learning of mathematics, including the sense of receiving, giving praise, how teacher teaches the material, how the teacher directs the students, how the teacher gives criticism, student responses, student speech initiative and the level of silence or crowd. Data collection methods used in this study are observation, interviews, and documentation. Data obtained in the form of qualitative data in the form of observation results of teacher and student interaction, interview transcript and documentation of teaching and learning activities. The data obtained were analyzed by FIAC. The result of the research shows that jigsaw learning process is: 1) the interaction between teacher and student in the learning of mathematics is multi direction. The research results are confirmed by the value of Teacher Response Ratio (RRG) that is equal to 44.48% and the value of Student Initiative Ratio (RIS) of 43.47%; 2) The learning done by the teacher is successful. The success of multi-direction learning is evidenced by the average score of the student achievement test of 78.30. The value is categorized into either category.
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Abdusyukur, Muhammad Rafi, Dadang Sudana, and Ahmad Bukhori Muslim. "Exploring Indonesian EFL Classroom Interactions in an Online Setting." Journal of English Education and Teaching 6, no. 3 (2022): 445–57. http://dx.doi.org/10.33369/jeet.6.3.445-457.
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COVID-19 pandemic has brought a lot of changes in the education field – including the way teachers and students interact in the classroom. As a result, it is considered important for the Indonesian EFL teachers to explore and address this issue to make them familiar with the current pattern of interaction in the online classroom. With that knowledge, making the online teaching and learning effective is achievable. Even though a lot of studies have been conducted on similar topic, this study propose a different analysis by adapting the most prevalent framework in this topic – Flanders Interaction Analysis Categories System (FIACS) – into more focused categories for better understanding. This case study aimed at exploring the interaction in an online EFL classroom by utilizing FIACS as the main framework. The necessary data was collected through non-participant observation, with an English teacher and her seven grade students as the participants. The results of this study show that the online EFL classroom interaction was dominated by the teacher. It was caused by several reasons namely the passiveness of the students that led to more talking from the teacher and technological glitches. It caused the online meetings to be teacher-centered. As the teaching and learning medium changed, the pattern and characteristics of the interaction became unique. One of the notable uniqueness was the difficulty to oversee the online interactions between students.